Tag Archives: content mapping

“Much have I learned from my teachers, more from my colleagues, but most from my students.” ~Talmud, Ta’anit 7b

Dr. Claire Ellen Weinstein was Professor Emeritus at the University of Texas at Austin. Dr. Weinstein is renowned for groundbreaking research on learning strategies, her Model of Strategic Learning, and as senior author of the Learning and Study Strategies Inventory. Dr. Weinstein’s research and practice in strategic learning has helped to define strategic learning courses, curriculum, and instruction across the U.S. and abroad, and especially in Texas; her legacy lives on in her many students and her students’ students. Of particular interest for this tribute (Part 1) is her college-level, 3-credit, learning frameworks course, Individual Learning Skills (EDP 310), offered through the Educational Psychology Department at the University of Texas at Austin since 1975.

EDP 310 is designed to help students learn how to learn. The course enrolls students of all levels, but especially those who enter the university under special circumstances or who experience academic difficulty. Course content is driven by Weinstein’s Model of Strategic Learning, inspired by systems theory and Gestalt psychology, which emphasizes that strategic learning emerges from the interactions among elements within four major components: skill, will, self-regulation, and the academic environment. Weinstein attributes many of her ideas about strategic learning to one of her mentors, Wilbert J. McKeachie, and his research at the University of Michigan on strategic teaching (Weinstein, 1994; Weinstein, Acee, Jung, Krause, Dacy, & Leach, 2012).

In 1999, the Texas Higher Education Coordinating Board authorized formula funding of up to three credit hours for courses following a learning frameworks curriculum, which must include, “…1) research and theory in the psychology of learning, cognition, and motivation, 2) factors that impact learning, and 3) application of learning strategies” (Hill, 2000, para. 4). The policy change was a result of two learning framework course studies, one from the University of Texas at Austin (based on EDP 310—Individual Learning Skills) and the other from Texas State University (based on EDP 1350—Effective Learning), which presented statistically significant improved student retention and graduation rates for students successfully completing multiple sections of these learning frameworks courses as compared to other students not enrolled (Hill, 2000).

Learning frameworks courses provide instruction on learning strategy applications and inform students of theoretical frameworks that underpin each strategy drawing from educational neuroscience, metacognition, behaviorism, and constructivism—among many others. Most “study skills” courses teach students specific techniques and methods in isolation, such as content mapping, comprehension monitoring, and textbook annotation, focusing on acquisition of a skill but not comprehensive understanding of why and how learning can be enhanced by using that technique. Learning frameworks courses help students to assess their own learning strengths and weaknesses so that, once introduced to theories and strategies, students can understand the reasons for engaging in specific studying behaviors. Practicing learning strategies with their other course content is essential for the transfer of this knowledge (Hodges & Agee, 2009; Hodges, Sellers, & Dochen, 2012).

While learning frameworks courses are offered throughout U.S. postsecondary institutions, Texas has been at the forefront; approximately 90% of 2-year institutions and 75% of 4-year institutions offer multiple sections of these courses. Many of Texas’s 2-year institutions now require all first-year students to enroll in the course while 4-year institutions more typically offer the course to special populations such as conditionally-admitted students or students on academic probation. High schools are also now beginning to offer learning frameworks courses as dual-credit courses (Acee & Hodges, 2017).

Dr. Weinstein was a pioneer in postsecondary access and success; she knew that every student could learn, and she dedicated her life to that end. Learning frameworks courses are one of her many legacies. We honor her memory as we continue to expand the reach and effectiveness of these courses and help students to become more strategic and self-regulated lifelong learners.

Authors

Russ Hodges, Ed.D.

Dr. Russ Hodges is Associate Professor in the Graduate Program in Developmental Education in the Department of Curriculum and Instruction at Texas State University. He earned his Ed.D. in developmental education from Grambling State University and his M.Ed. from University of Louisiana in Monroe. Dr. Hodges’ research focuses on postsecondary student success, postsecondary student success courses, interventions for students diagnosed with AD/HD, and demographic changes in higher education. The learning framework model that he co-developed serves as a curriculum model for many postsecondary learning framework courses throughout Texas and the nation. Dr. Hodges has held state and national leadership positions including president of the College Reading and Learning Association (CRLA) and chair of the Council of Learning Assistance and Developmental Education Associations (CLADEA). He is an active scholar, having published three books, many journal articles, book chapters, and conference papers along with four research grants totaling just over 1 million dollars. He is also a frequent invited speaker for conferences for postsecondary faculty and staff development. Dr. Hodges has received many awards, including the Lifetime Achievement Award from the College Academic Support Programs conference, and outstanding service awards from both CRLA and the National Association for Developmental Education (NADE). In 2009, Dr. Hodges was named National Fellow for CLADEA—his field’s most prestigious honor.

Taylor Acee, Ph.D.

Dr. Taylor W. Acee is Associate Professor in the Graduate Program in Developmental Education in the Department of Curriculum and Instruction at Texas State University. He earned his Ph.D. and M.A. in educational psychology at The University of Texas and his B.S. in psychology at the University of Pittsburgh. His program of research is focused on cognitive, metacognitive, motivational, and affective factors that contribute to and detract from student success in postsecondary education. In his research, Dr. Acee targets variables that are causative, account for a meaningful amount of the variation in student success, and are amendable to change through educational intervention. He is internationally known for his collaborative work on personal relevance interventions, academic boredom, and strategic learning assessments and interventions. His research activities have resulted in over 30 refereed publications, 5 funded research grants totaling over $800,000, and various other scholarly activities.

The Texas Developmental Education Professional Community Online (TX DEPCO) extends from the Texas Success Initiative Professional Development Program, funded by a grant from the Texas Higher Education Coordinating Board and facilitated by The Education Institute at Texas State University.